<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352019000400010</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2019v57n54id18085</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As representações sociais de docência e a constituição identitária de licenciandos em Química]]></article-title>
<article-title xml:lang="en"><![CDATA[The social representations of teaching and the identity constitution of bachelor's degree students in Chemistry]]></article-title>
<article-title xml:lang="es"><![CDATA[Las representaciones sociales de docencia y la de la identidad de los alumnos de licenciatura en Química]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Camila Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Placco]]></surname>
<given-names><![CDATA[Vera Maria Nigro de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rezende]]></surname>
<given-names><![CDATA[Daisy de Brito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>57</volume>
<numero>54</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352019000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352019000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352019000400010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo investigou as representações sociais sobre a docência e analisou suas influências na constituição da identidade profissional de licenciandos em Química. Os dados foram interpretados por meio do diálogo entre duas teorias: a das representações sociais, na perspectiva de Serge Moscovici, e a da identidade profissional de Claude Dubar. Ser professor para esse grupo social relaciona-se à realização pessoal, intrinsecamente ligada à motivação, à autonomia, à inovação, ao afeto para com os estudantes e à necessidade de escutá-los. A construção da identidade profissional docente desse grupo social é marcada pelas experiências a que tiveram acesso, de modo que compreendem-se se constituindo profissionalmente ao longo do tempo. Nesse movimento, negam algumas das características que vislumbram em seus antigos professores, como a falta de planejamento das aulas, e ressignificam suas observações enquanto estagiários, buscando associar a Química ao contexto imediato dos estudantes, por meio de uma abordagem contextualizada e interdisciplinar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study has investigated the social representations about teaching and has analyzed their influences on the constitution of the professional identity bachelor's degree in Chemistry students. The data were interpreted through the dialogue between two theories: the social representations, from Serge Moscovici's perspective, and the professional identity of Claude Dubar. Being a teacher for this social group is related to personal fulfillment, intrinsically linked to motivation, autonomy, innovation, affection towards students and the need to listen to them. The construction of the teaching professional identity of this social group is marked by the experiences to which they had access, so they understand themselves constituting themselves professionally over time. In this movement, they deny some of the characteristics that they glimpse at their former teachers, such as the lack of planning of the classes, and re-signify their observations as interns, seeking to associate Chemistry with the immediate context of students, through a contextualized and interdisciplinary approach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio investigó las representaciones sociales sobre la enseñanza y analizó sus influencias en la constitución de la identidad profesional de los alumnos de licenciatura en Química. Los datos fueron interpretados a través del diálogo entre dos teorías: las representaciones sociales, desde la perspectiva de Serge Moscovici, y la identidad profesional de Claude Dubar. Ser profesor para este grupo social está relacionado con la realización personal, intrínsecamente relacionada con la motivación, la autonomía, la innovación, el afecto por los estudiantes y la necesidad de escucharlos. La construcción de la identidad profesional docente de este grupo social está marcada por las experiencias a las que tuvieron acceso, para que se entiendan constituyéndose profesionalmente a lo largo del tiempo. En este movimiento, niegan algunas de las características que vislumbran en sus antiguos maestros, como la falta de planificación de las clases, y vuelven a significar sus observaciones como becarios, buscando asociar la química con el contexto inmediato de los estudiantes, a través de un enfoque contextualizado e interdisciplinario.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Licenciatura em Química]]></kwd>
<kwd lng="pt"><![CDATA[Identidade profissional]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Representação social]]></kwd>
<kwd lng="en"><![CDATA[Bachelor's degree in Chemistry]]></kwd>
<kwd lng="en"><![CDATA[Professional identity]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Social representation]]></kwd>
<kwd lng="es"><![CDATA[Licenciatura en Química]]></kwd>
<kwd lng="es"><![CDATA[Identidad profesional]]></kwd>
<kwd lng="es"><![CDATA[Profesor]]></kwd>
<kwd lng="es"><![CDATA[Representación social]]></kwd>
</kwd-group>
</article-meta>
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